DEVELOPING ENTREPRENEURSHIP CURRICULUM THAT MOVES IDEAS TO REALITY
Workshop II: March 9, 2009: What to teach? Developing the syllabus and teaching deliverables
Goal of seminar: Provide a comprehensive framework for teaching outcome-driven entrepreneurship, including a
determination of what to teach, why to teach it, how to teach it, and how to manage it.
Seminar/discussion leaders: Bill Quiroga and Randy Accetta, McGuire Center for Entrepreneurship, Eller College of
Management, The University of Arizona. 520.621-4823; www.entrepreneurship.eller.arizona.edu
1
(90 mins)
Welcome , recap, and validation
(90 mins)

Introductions
Discussion of challenges and resolution

Discussion of challenges and resolutions
Presentation of measurement benchmarks

Presentation of measurement benchmarks

Discussion of competency measures validation

Who completed the process? Mostly
completed?
 Who found solutions to teaching
challenges within this exercise?
 Who found new challenges?
 Who will share their benchmarks
 Discussion of need to validate
benchmarks.
 Just as with a venture, these
are initial perceptions and will
drive the development of
strategies and delivery.
NOTE: Benchmarks must be validated or the
strategies and delivery will fail.
Break
2
(60 - 90 mins)
Stage 2: Strategies: Teaching topics inventory and delivery


Designing classroom and coursework
activities driven by inventory of
knowledge and experiences students
need to be exposed to in order to
achieve the course competency
measures

Select volunteer to share phase
benchmarks.

Walk through knowledge and
experience inventory process
Designing classroom and coursework activities driven by inventory of knowledge and experiences
students need to be exposed to in order to achieve the course competency measures
Phase: _______________________________
Phase Dates:____________________
Summary of phase goals:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Phase
Course
competency
measures

Element 1
measures

Element 2
measures

Element 3
measures

Etc / all
elements
Information/know
ledge sets
students need to
have exposure to
Example
information /
knowledge set 1
Prerequisite
Class modules
(available
modules this
phase)
Readings
Assignments
Other (video
cast/pod
cast/guest
speaker/etc
(3 hrs)
NOTE: the goal is to simply create the list
without concern of sequence or how it will
be delivered.
Example
information /
knowledge set 2
Example
information /
knowledge set 3
LUNCH BREAK 30-45 minutes
3
Stage 3: Strategies: Teaching topics inventory and deliver, continued
Phase
Course competency
measures

Element 1
measures

Element 2
measures

Element 3
measures

Etc / all elements
Information/knowledge sets
students need to have exposure to
Prerequisite
Class modules
(available modules
this phase)
Readings
Assignments
Other (videocast/pod
cast/guest speaker/etc
Presentations
Example information /
knowledge set 1
Example information /
knowledge set 2
Example information /
knowledge set 3
Example information /
knowledge set 4, and so forth
4
Information/knowledge sets
students need to have
exposure to
Prerequisite
Class modules
(available
modules this
phase)
Readings
Assignments
Other (videocast/pod
cast/guest
speaker/etc
Presentations
Example information /
knowledge set 1
Example information /
knowledge set 2
Example information /
knowledge set 3
Example information /
knowledge set 4, and so
forth
5
(60 mins)
Teaching challenges, revisited

Discussion of resolved and remaining teaching challenges
(6hrs)
Revisit challenges listed from last workshop.
Cross off and /or discuss items. Clarify points.
Isolate list of remaining items, to be addressed
in remaining sections.
List new challenges that may be identified
6
Break
(7hrs)
Stage 3: Teaching tools, methods, and resources

Managing teaching and teaching topics

Engaging regular faculty

Mentors and other members of the business community

Incentives and motivation in instruction and mentoring
(60 mins)
Discussion of best and favorite practices in
faculty and mentor management. What works
well? What doesn’t work well?
Create list: Finance, Investment, Angel groups,
law, international trade, etc. Explore how to
create motivators/educators specifically
targeting group. Use as working model the
frame of “problem, affected population,
solution, etc.”
Discuss options such as Entrepreneurial
Fellows, Society, tech transfer, and other
recognition programs. Round tables, other
options for incentives. Course and research
support. etc
7
(8.0 hrs)
(30 mins)
Wrap up and assignment overview
Assignment: Using grid, draft allocation of
teaching topics across available teaching
Participants may use as much or as little of class-developed information as is appropriate for course and mechanisms.
actual teaching resources
 Participants may use as much or as
Be prepared to present elements
little of class-developed information as
is appropriate for course and actual
teaching resources
Evening assignment: Using grid, draft allocation of teaching topics across available teaching mechanisms.



Be prepared to present elements

Present McGuire as example
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